Designing Concept Maps from Procedural Visuals: an Innovative Approach towards Information Processing in Efl Context

Concept maps have been traditionally used as a technique for information comprehension, visualization, brainstorming, schematization and document production in multiple ways. They are also considered an effective tool for visual-spatial learning. Concept maps have been used successfully in EFL learning situations. However, in most cases, concept maps have been based on the existing text available to the reader. This study made a preliminary claim that designing concept maps directly from a procedural visual, without using any text as reference, might facilitate information comprehension, retention and recall. That is, readers produce their own text based on the information they visualize in the procedural graphic, and then construct a concept map based on the text they produced. This study also makes certain recommendations on how to practice and design such assignments in the form of a controlled experiment and how this might be an effective L2 learning and document production strategy. Results from a pilot study show that readers in an EFL context are capable of understanding concept maps and their related applications. Preliminary indications suggest that with more practice, EFL readers would be able to process complex visuals and design concept maps with increasing degrees of efficiency.